the gold standard… faculty are key. annual assessment based on 2010-11 address each slo be...
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ASSESSMENTThe Gold Standard… Faculty are
Key
Tasks ahead of you Annual Assessment based on 2010-11
Address each SLOBe specific, measurable, student-
focused
Align the new curriculum for 2011-12
SACS Accreditation
“The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty.” (CS 3.4.10)
Assessment makes faculty moreVisible
Valued andEffective
in meeting the needs of the student.
Annual Assessments Done each year to show Pros & Cons of
the art program Done each year to show Pros & Cons of
faculty strengths Done each year to show Pros & Cons of
student learning
In order to improve all of the above
We must change “the question from ‘What students know and can do’ to ‘What students know and can do as a result of their educational experiences.’”
(Burstei & Winters, 1994, quoted fromAnderson, 2002, p. 255 [emphasis added])
AgendaI. Learning Outcomes
II. Assessment
SACSThe institution identifies expected
outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: 3.3.1.1 educational programs, to include student
learning outcomes; … (CS 3.3.1)
Learning Outcomes Learning outcome is
an intended effect of the educational program experiences that has been stated in terms of
specific, observable, and measurable
student performance
We are not starting at the beginning,
thus, many of our evaluations need to
address high levels of complexity.
Best Practices Represent cognitive, affective,
behavioral dimensions of learning
Student-focused rather than instructor-centered
Focus on the learning resulting from an activity rather than on the activity itself
Specific, measurable, observable
Reflect the specific, unique contexts of the given program
Tasks ahead of you
Juries Self-evaluations againstCompetitions superlative workAudition Course examsPublic performances Journalistic criticismPeer criticism Project assessmentsPrivate lessons Summative examsRehearsals
Much of arts evaluations is about things
that are extremely hard to evaluate.
Tasks ahead of you Internal benchmark should be established
for each learning outcome to determine if student performance is acceptable or not.
It is important to determine what level of student performance on a specific learning outcome triggers curricula interventions
What aspects or elements of student work can be discussed in
terms of the results of instruction?
What aspects or elementscan you identify that cannotbe discussed easily in termsof their direct correlation
withvarious other forms of
instruction?
What elements andconditions of instruction
contribute most directly tothe level of student
achievement?
How do we determine thatthe elements and conditions
of instruction that contributemost directly to the level of
student achievement areworking?
There should be clear evidence that the work students are doing in one or more classes directly supports student achievement of the intended learning outcomes.
Outcome Assessment Program outcomes assessment is
the intentional and deliberative process of gathering, analyzing and interpreting information from multiple and diverse sources in order to…
develop a deep understanding of what students know, understand, value and can do with their knowledge and skills (outcomes) as a result of their educational experiences in the program;
the process culminates when study results are used to improve subsequent learning (“closing the loop”)
Habits of Effective Assessments Thoughtful analysis of data Open sharing and communication of
results in spirit of inquiry, not culture of fear
Specific documented changes and improvements resulting from assessment
Effectiveness Effectiveness
Increasingly complex understanding of theories, principles, and practices
Increasingly complex levels of analysis and development of skills
Application of theories and principles(SACS-COC, 2005, p. 47)
Artifacts Syllabi with clearly highlighted sections
demonstrating
The extent to which given program outcomes are reflected in the given course outcomes
Specific course activities addressing given program outcomes
Course assessments measuring student performance on the given program outcome
Assessment – Bad Practice No evidence of faculty involvement Identical wording year after year Report by department heads or deans No samples of assessment methods Improvement not related to assessment
results
Assessment – Good practice Curriculum maps Capstone courses Embedded assessments External validity Internship evaluations Employer surveys
As always…how can I help?
Geri Cochran
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